Course Name:Physical
Education for Students with Disabilities
Course Prefix: PEP
Course Number: 3660
Submitted by (Name & E-Mail): James Zagrodnik,
jameszagrodnik@weber.edu
Current Date: 11/11/2012
College: Education
Department: HP&HP
From Term: Fall
2013
Substantive
|
change |
Current Course Subject
PEP Current Course Number 3660 |
PEP 3660 - Physical Education for Students with Disabilities (2) F, Sp Physical education for students with disabilities course is designed to provide a unique approach to instructional strategies and activity modifications for differing abilities. This course will also include a practicum experience at a public school in the area of adaptive physical education. Prerequisite: PEP 3520 and two Skill Development and Methods Teaching courses.
|
Subject: PEP
Course Number: 3660 |
Check all that apply:
This is for courses already approved for gen ed. Use a different form for proposing a new gen ed designation. DV CA HU LS PS SS EN AI QL TA TB TC TD TE |
Course Title: Adapted Physical Education
Abbreviated Course Title:
| Course Type: | LEL |
Credit Hours: 3 or if variable hours: to
Contact Hours: Lecture 2 Lab 1 Other
Grading Mode: standard
| This course is/will be: |
a
required course in a major program a required course in a minor program a required course in a 1- or 2- year program elective |
Prerequisites/Co-requisites:
Prerequisites: PEP 2700; 3 classes of PEP 3240 - 3290
Course description (exactly as it will appear in the catalog, including prerequisites):
PEP 3660. Adapted Physical
Education (3)
The purpose of this course is to introduce and explore various congenital and
acquired disabilities as well as gain an understanding of the legal mandates for
individuals with disabilities and their educational rights. Particular emphasis
and focus of this course will be on the application of various teaching
methodologies to ensure inclusion for all in the physical education learning
environment. In addition to meeting in the classroom, students will be required
to participate in practicums both in the local school systems and at Weber State
University. Prerequisites: PEP 3100; 3 classes of PEP 3240 – 3290.
Justification for the new course or for changes to an existing course. (Note: Justification should emphasize academic rationale for the change or new course. This is particularly important for courses requesting upper-division status.)
Proposal 1: Rename
course to Adapted Physical Education
Rational:
1) Current course name indicates / highlights the term disability. Recent and
current legislation (i.e. Section 540 of the Rehabilitation Act of 1973,
Education for all Handicapped Children Act of 1975, IDEA (Individuals with
Disabilities Education Act of 1990; 1997; 2004)) encourages the focus of
education to be on the individuals capabilities not on their disabilities and to
foster inclusion, not exclusion. The current course name by including the term
“disabilities” inherently begins the exclusion process rather than the inclusion
process before students even enter the classroom. The new proposed course name
“Adapted Physical Education” encourages the students to develop Physical
Education learning environments which include EACH individual (not just those
with defined disabilities). The focus of the new course name (“Adapted Physical
Education”) would additionally support the philosophy of inclusion (not
exclusion) and establishment of the least restrictive environments (and not the
most restrictive environments, which the current course name may innately
suggest).
2) Course name change would be in line with the majority of University and
College institutions across the nation (i.e. University of Georgia; California
State University; Indiana University; etc.).
3) Course name change would support the terminology used by course textbooks and
additional readings.
Proposal 2: Increase course credit hours from 2 to 3
Rationale:
1) Current course credit hours limit the amount of content knowledge and
exploration into the 13 disability categories recognized by the Department of
Education and IDEA (Individuals with Disabilities Education Act). Currently
students enrolled in the class receive a minimal look into the major
disabilities they will most likely encounter in the school system (i.e. autism,
mental retardation, cerebral palsy, ADD/ADHD, etc.) rather than a comprehensive
examination into each disability, including appropriate teaching and management
strategies, for each of the 13 recognized disabilities.
2) Expansion of course credit hours would allow/encourage the establishment of a
community based learning portion to the class through the development of an
in-house clinic at Weber State University for children and young adults with
disabilities. This clinic would provide students enrolled at Weber State
University the opportunity to provide one-on-one instruction and interaction
with a child / young adult who has a disability. The clinic would focus on the
motor and cognitive growth of each individual with a disability with an emphasis
on improving their functional independence and social growth.
3) Course credit hours change would be in line with the majority of University
and College institutions across the nation (i.e. University of Georgia;
California State University; Indiana University; etc.).
INFORMATION PAGE
for substantive proposals only
1. Did this course receive unanimous approval within the Department?
true
If not, what are the major concerns raised by the opponents?
2. If this is a new course proposal, could you achieve the desired results by revising an existing course within your department or by requiring an existing course in another department?
3. How will the proposed course differ from similar offerings by other departments? Comment on any subject overlap between this course and topics generally taught by other departments, even if no similar courses are currently offered by the other departments. Explain any effects that this proposal will have on program requirements or enrollments in other department. Please forward letters (email communication is sufficient) from all departments that you have identified above stating their support or opposition to the proposed course.
4. Is this course required for certification/accreditation of a program?
no
If so, a statement to that effect should appear in the justification and supporting documents should accompany this form.
5. For course proposals, e-mail a syllabus to Faculty Senate which should be sufficiently detailed that the committees can determine that the course is at the appropriate level and matches the description. There should be an indication of the amount and type of outside activity required in the course (projects, research papers, homework, etc.).